Teacher Education and Training in Wales<br />David Longman, Kerie Green, Ron JohnstonNewport School  of EducationJune 2010...
Agenda<br /><ul><li>A quick overview of who are, where we work, what we do
Attending STLHE conference
To build links between ourselves and Canadian colleagues – starting with you!
Talk for about 30-40 min and open to discussion, for example:
How is teacher training different in Canada?
The take up of ICT in Canadian schools and HE
How is ESDGC addressed in Canada?</li></li></ul><li>Careers Wales 20 February 2008<br />Newport School of Education<br />L...
Careers Wales 20 February 2008<br />Centre for Excellence in Learning and Teaching<br />Centre for Excellence in Learning ...
Careers Wales 20 February 2008<br />Teacher Training in Wales<br />Reconfiguration - Review of Initial Teacher Training Pr...
Careers Wales 20 February 2008<br />Routes into Teaching<br />PGCE<br />Employment based <br />Combined BSc with QTS<br />...
A distinctive Newport course<br />Two year BSc Secondary degrees with QTS<br />Alternative routes to the traditional PGCE:...
Careers Wales 20 February 2008<br />A student profile: Chris Silvester<br />“Redundancy forced me to evaluate my <br />car...
Achievement of QTS<br /><ul><li>School-based practical teaching competence assessed against Professional Standards for QTS
University-based coursework and examinations</li></li></ul><li>Research and Development<br /><ul><li>Auditing subject know...
Professional Development Planning (PDP)
Technology Enhanced Learning (TEL)
Scientific literacy and the role of science in ESDGC</li></li></ul><li>Audits (i)<br />Problem addressed: relatively high ...
Audits (ii)<br />Supporting student learning in Mathematics through diagnostic testing<br />Online, instant feedback with ...
PDP (i)<br />Problem addressed: diverse background of our intake<br />Context: new requirements to develop wider view of e...
PDP (ii)<br />Used Moodle to create two recording tools: one for general descriptions of learning strengths and areas for ...
TEL (i)<br />Problem addressed: meeting the needs of HE students in an appropriate and relevant learning environment, esp....
TEL (ii)<br />Issue: the ‘new pedagogy’ emphasises the learner at the expense of the teacher.<br />Investigating the pivot...
ESDGC<br />Education for Sustainable Development and Global Citizenship.<br />Recommended that ESDGC should be embedded in...
The role of science education in ESDGC<br />Why is science education important in this context ?<br />“…understand that a ...
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OISE Presentation

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This was used when ExPedr2010 visited Ontario Institute for Studies in Education at the University of Toronto, 22 June 2010.

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OISE Presentation

  1. 1. Teacher Education and Training in Wales<br />David Longman, Kerie Green, Ron JohnstonNewport School of EducationJune 2010<br />
  2. 2. Agenda<br /><ul><li>A quick overview of who are, where we work, what we do
  3. 3. Attending STLHE conference
  4. 4. To build links between ourselves and Canadian colleagues – starting with you!
  5. 5. Talk for about 30-40 min and open to discussion, for example:
  6. 6. How is teacher training different in Canada?
  7. 7. The take up of ICT in Canadian schools and HE
  8. 8. How is ESDGC addressed in Canada?</li></li></ul><li>Careers Wales 20 February 2008<br />Newport School of Education<br />Location, Newport School of Education<br />10 HE institutions plus Open University<br />A small regional University:<br />
  9. 9. Careers Wales 20 February 2008<br />Centre for Excellence in Learning and Teaching<br />Centre for Excellence in Learning and Teaching<br />To enhance learning and teaching through pedagogical research<br />Three umbrella themes: technology, sustainable development, and community learning<br />
  10. 10. Careers Wales 20 February 2008<br />Teacher Training in Wales<br />Reconfiguration - Review of Initial Teacher Training Provision in Wales (Furlong Report) 2006<br />From 7 providers to 3 collaborative Centres of Education, plus Open University<br />University of Wales, Newport and University of Wales Institute, Cardiff have become the South East Wales Centre for Teacher Education and Training <br />Operational from September 2009<br />
  11. 11. Careers Wales 20 February 2008<br />Routes into Teaching<br />PGCE<br />Employment based <br />Combined BSc with QTS<br />Cert HE: Introduction to Secondary Teaching<br />See http://teachertrainingcymru.org<br />
  12. 12. A distinctive Newport course<br />Two year BSc Secondary degrees with QTS<br />Alternative routes to the traditional PGCE:(i) for those with non-traditional academic qualifications(ii) for those who have not yet acquired a first degree<br />Important for widening participation <br />Priority 1 subjects mathematics, physics and chemistry designated by WAG<br />
  13. 13. Careers Wales 20 February 2008<br />A student profile: Chris Silvester<br />“Redundancy forced me to evaluate my <br />career options I knew that I loved <br />teaching and mathematics was definitely <br />the subject I wanted to teach. I knew I <br />needed to top up my subject knowledge <br />because my degree in Sport Recreational <br />Management did not contain enough <br />mathematics for entry on to a Secondary <br />Mathematics PGCE course. The two year <br />course here at Newport is perfect; my <br />subject knowledge has been boosted and <br />it will lead me to qualified teacher status <br />at the same time.”<br />
  14. 14. Achievement of QTS<br /><ul><li>School-based practical teaching competence assessed against Professional Standards for QTS
  15. 15. University-based coursework and examinations</li></li></ul><li>Research and Development<br /><ul><li>Auditing subject knowledge in Mathematics, English, numeracy and literacy
  16. 16. Professional Development Planning (PDP)
  17. 17. Technology Enhanced Learning (TEL)
  18. 18. Scientific literacy and the role of science in ESDGC</li></li></ul><li>Audits (i)<br />Problem addressed: relatively high differentiation in starting point in subject knowledge<br />Context (i): new requirements in England for the ‘skills tests’<br />Context (ii): new emphasis on PDP<br />
  19. 19. Audits (ii)<br />Supporting student learning in Mathematics through diagnostic testing<br />Online, instant feedback with links to sources of support and leading to targets; student-led, i.e. some use it systematically<br />Presentation at Escalate Conference<br />
  20. 20. PDP (i)<br />Problem addressed: diverse background of our intake<br />Context: new requirements to develop wider view of employability and professional extension.<br />
  21. 21. PDP (ii)<br />Used Moodle to create two recording tools: one for general descriptions of learning strengths and areas for development; one for setting SMART targets.<br />Some students find target setting and addressing them challenging<br />See: Newport CELT Journal, Longman et al, 2008 and 2009<br />
  22. 22. TEL (i)<br />Problem addressed: meeting the needs of HE students in an appropriate and relevant learning environment, esp. digital<br />Context: debate ‘digital natives’ versus ‘digital immigrants’ (e.g. CLEX Report)<br />
  23. 23. TEL (ii)<br />Issue: the ‘new pedagogy’ emphasises the learner at the expense of the teacher.<br />Investigating the pivotal role of the teacher in ‘constructing constructivist TEL’. How far to the side must the guide be?<br />See Newport Partnership Conference<br />
  24. 24. ESDGC<br />Education for Sustainable Development and Global Citizenship.<br />Recommended that ESDGC should be embedded in all subjects.<br />
  25. 25. The role of science education in ESDGC<br />Why is science education important in this context ?<br />“…understand that a goal of ESDGC is to enable action via informed discussion and debate which may inform lifestyle changes choices and so positively influence both the individual and Society.” (Application Guide to Professional Standards for Teachers Embedding ESDGC, LLUK, 2009). <br />The social consequences of a scientifically illiterate society are potentially great.(See: Johnston, 2009)<br />
  26. 26. ESDGC: difficulties?<br />What are we doing across our programmes to address these problems?<br />What do we still need to do?<br />What do you do?<br />
  27. 27. ESDGC: still to do?<br />“Although pupils express concern about the environment and generally think that they can make a contribution to solving issues they show a general lack of interest in learning about scientific causes of environmental damage such as the greenhouse effect and the ozone layer.” (ROSE survey in Scotland: Finlayson & Roach, 2007)<br />Environmental education has an important role to play across all phases of education. (See Johnston, 2002)<br />
  28. 28. Future links? <br />Thank you for meeting us today.<br />Taking it further:<br />Always welcome at University of Wales Newport to share common interests.<br />Explore digital links between students and staff?<br />Exchange visits, e.g. school experience?<br />Principal contact: david.longman@newport.ac.uk<br />Return to agenda<br />
  29. 29. Links and References (i)<br />Longman D, Jones L, Green K and Kurzik R.B. (2008) Auditing and assessing subject knowledge in initial teacher training using online methods. Newport CELT Journal, volume 1, pp. 35-39 URL: http://www3.newport.ac.uk/docstore/n/shasle01/NCJ0806.pdf<br />Longman D, Jones L, Green K and Kurzik R.B. (2009). Developing teachers of tomorrow: embedding knowledge audits in personal development planning. Newport CELT Journal, volume 2, pp. 63-68. URL: http://www3.newport.ac.uk/docstore/n/vandri01/NCJ0907%20Green%20et%20al.pdf<br />
  30. 30. Links and References (ii)<br />Johnston, R.A.S. (2002) “Wild Berwyn or Coy Nature Reserve : a changing landscape.” Canadian Journal of Environmental Education, 7, (2)<br />Johnston, R.A.S. (2009) "The role of science within education for sustainable development and global citizenship: ESDGC within science education".  In Linking Research and Teaching in Higher Education. Proceedings of the Newport NEXUS conference Special Publication No.1 pp. 27-33<br />

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